Abstract
As teacher identity affects teachers' decision making about teaching practice, there is an increasing concern about teacher identity. In this context, this study investigates the transformation of mathematics preservice teachers' identity by analyzing the autobiographies of the preservice teachers who had participated in a mathematics teacher education course at a college of education. The 12 preservice teachers wrote their autobiographies according to the four steps presented by Pinar: ‘regressive’, ‘progressive’, ‘analytical’, and ‘synthetical’. A total of 48 autobiographical articles were collected for analysis. We analyzed those articles qualitatively to identify 5 themes: ‘mathematics’, ‘mathematics teachers’, ‘peers’, ‘parents’, and ‘privilege’. The analysis focused on how these themes were represented in the preservice teachers' autobiographies to reveal the transformation of their identities.
 The results show that the autobiographical method helped the preservice teacher cultivate their identities to appreciate diversity and equity in mathematics class. Based on the results, we discuss implications for mathematics teacher education for educational equity.
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